1. Title I Parent Involvement
Teacher Parent Training
Title I Parent Involvement

2. What does that parent want?
Parents of our students have reported that their interactions with teachers have been positive.
Teachers are said to be welcoming and helpful to parents in the building.
Parents want teachers to know that they are there to support their child. They will do what they can to provide supports at home.
The best interactions occur when the teacher is open to parent questions, concerns, and supports.
It is important that teachers see education and issues from the parents prospective.

3. What does that parent want?
Parents indicate that they do spend time with their children preparing materials for the next school day and monitoring homework completion.
Afternoon and evening activities within the family dynamic are important to family structure.
It is important that teachers understand that our kids are kids and they are involved in evening activities.
Family activities are important and need time in the day. Most families only have the evenings to interact.
Please understand that some families are not structured in the traditional manner with parents separated or divorced.
Family dynamics may change throughout the school year or they are drastically different then teachers may be aware of.

4. What does that parent want?
Parents appreciate being contacted by teachers when situations present themselves. This includes discipline issues and academic problems.
Parents also enjoy the personal interactions within the hallways when they are visitors in the building.
Parents want teachers to be mentors and able to educate their child on social issues to improve school and community interactions and participation.
Teachers can engage parents with contacts related to positive school outcomes.

5. Parent Contacts
Parents prefer to be contacted by or text message.
Parents would like to see links to social media and connectivity to these resources.
Paper-based information can be overwhelming at times. Most parents may just sit newsletters aside.
Older students often do not bring the appropriate materials home to their parents.
(School work and Parent information)
Promote classroom events and grade level happenings through chains or the school messenger system.

6. Please Be Specific!
Parents want to be involved in classroom activities. However, the easiest way to have them participate is to supply them with specific support needs. These could include a mystery reader, copy support, or field trip chaperones. If parents know what is expected, they are more likely to become involved in the classroom.
Providing details will often ease parent reluctance to volunteer.
Make sure that communication is clear and concise.
Gather s and other information to make contacts.

7. Supporting Parents
Parents want teachers that are accommodating and show interest in parent concerns.
If a parent is asking for ideas to support their child, be specific and provide information that the parent is requesting.
Parents are appreciative of our timely responses to s and phone calls.
Teachers can promote positive interactions with parents by being accepting of situations.

8. See Yourself through the Parents Eyes
Understand that parents may feel intimidated to even enter the school.
Teachers who are loud and focused on what they do can sometimes miss the parents concerns or needs for supports.
Teachers are resources to students, parents, and other staff members. Carry yourselves in this manner.
Be a role model for students and parents at all times.
Parents want teachers to be supportive of their child, a calm mentor that extends a helping hand and shows a child how to manage conflict and situations of hardship.
You can catch more flies with honey than vinegar.
Look for supportive parents and invite them to help!

9. What Concerns Do Parents Have
Drug use in our community.
Internet safety.
Megan’s List – How to access and locate child predators.
Gaming: What is good and bad about Gamers.
Common Core/Pa Core Standards.
Supporting math at home.
Developing homework supports/routines/the demand for home instruction.

10. Parents Largest Concern: Kids being Kids.
Time spent on school materials after school: Homework
Consistency in homework as students progress through the elementary.
Very little homework in K-4th grade and then piles of homework in 5th and 6th grade.
Please realize that children are tired after 7 ½ hours of instruction.
Students need time to be kids after school. 2 to 3 hours of homework leaves no time for afterschool activities and family time.
If homework is assigned it should be graded or have some ties to accountability. If students do it is should mean something.
Problem of the Week: Supports for parents needed. Examples sent home and demonstrated to students.
Homework on the weekends?
Open communication between grade level teachers related to homework.